中国传统的大学英语教学模式影响着中国英语学习者阅读能力的提高。基于图式理论的KWL阅读策略鼓励学生获取与阅读材料相关的背景知识,激发学生的求知欲,并有效总结学生获取的新知识。该文章尝试以"Private cars remain popular in...中国传统的大学英语教学模式影响着中国英语学习者阅读能力的提高。基于图式理论的KWL阅读策略鼓励学生获取与阅读材料相关的背景知识,激发学生的求知欲,并有效总结学生获取的新知识。该文章尝试以"Private cars remain popular in Beijing despite heavy smog"为例,探索将基于图式理论的KWL阅读策略有效地运用于阅读课堂中的可行性。展开更多
In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2...In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.展开更多
文摘中国传统的大学英语教学模式影响着中国英语学习者阅读能力的提高。基于图式理论的KWL阅读策略鼓励学生获取与阅读材料相关的背景知识,激发学生的求知欲,并有效总结学生获取的新知识。该文章尝试以"Private cars remain popular in Beijing despite heavy smog"为例,探索将基于图式理论的KWL阅读策略有效地运用于阅读课堂中的可行性。
基金partial result of the research project Learners' Metacognition and Their Reading Comprehension(No. 2012099063)supported by the Fundamental Research Funds for China's Central Universities
文摘In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.
